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Norilsk, 2010

Norilsk, 2010

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Norilsk, 2010

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  1. Developing writing skills of learnersof the primary, secondary and higher stages coinciding demands and specification of the writing part of the United State Exam and the State Final Certification in the process of teaching English. Norilsk, 2010

  2. THE AUTHOR OF THE PROJECT: KhakimovaAlla English Teacher Grammar School № 42 29years 102-625-215

  3. Analysis situation • Not all learners have an opportunity and suitable conditions to fulfill home tasks developing writing skills • On account of different learners’ language levels not all of them cope with tasks aiming at developing writing skills

  4. Course books that we work with include insufficient amount of exercises aiming at developing writing skills. In some cases incorrect tasks wording do not assist effective developing of skills and do not correspond principles of teaching writing skills. They consist of similar boring types of exercises which can help neither a student nor a teacher. And that’s why the teacher has to use different sources and work out additional activities which help them to increase students’ motivation for developing student’s writing skills.

  5. Expected introduction of obligatory exam for Final English Test of graduates from the secondary and higher stages makes urgent to pay special attention to developing creative writing skills •  In undivided classes with more than 24 learners’ it is difficult to give feedback to every student because of the lack of time. Additional writing tasks help to involve great number of students and evaluate every of them consequently solve this problem.

  6. Problem Insufficient amount of tasks developing writing skills containing in course books of different authors makes it urgent to work out, select and supply the series of exercises which will help to improve the situation for successful passing of the USE and the SFC

  7. Reasons Incorrect and not clear tasks in the course books Lack of writing tasks which should develop writing skill National authors’ course-books for preparation to the Russian State Exam are not effective Inconsistency of tasks in the course book to the Russian State Standards

  8. Project idea • To work out of the series of tasks aiming at developing learners’ writing skills corresponding demands of size the United State Exam and the State Final Certification.

  9. The aim of the project • To improve conditions for successful learner’s acquiring writing skills and successful passing through the writing part of the United State Exam and the State Final Certification at the expense of working out the series of tasks.

  10. Objectives • To analyze own teaching situation • To analyzenational course-books and teaching aids preparing to the United State Exam and the State Final Certificate. • To analyzemethodological literature where new tendencies, principles and approaches of developing writing skills are reflected • To work out resourced materials meeting demands of the National Standards in writing. • (a booklet or a CD disk)

  11. Literary review Jeremy Harmer teaching skills communication skills and language proficiency pedagogical reasoning skills decision making and contextual knowledge subject matter knowledge

  12. Sara Cushing Weigle a comprehensive overview of the research scoring procedures for writing tests practical advice for designing tasks consideration of the effects of technology on writing tests

  13. Sally Burgess and Katie Head containing a broad collection of articles provides issues and practices in the teaching of English provides an overview of current approaches

  14. Volokitina Ekaterina: • “Enjoy English 2” by Biboletova • “Enjoy English 3” by Biboletova • “Enjoy English 4” by Biboletova

  15. Analysis of book “Enjoy English” by Biboletova M.Z.Unit 1:Speaking about seasons and the weather

  16. Unit 2: Enjoying your home

  17. Unit 3: Being happy in the country and in the city

  18. Unit 4: Telling stories

  19. Outcome As the result of our project we created a brochure or a CD with exercises which can be used on the lessons. The materials of the project can be used as a part of a writing lesson or as a part of the elective course.

  20. Demonstration Sample: Pre-writing tasks Look at the pictures and choose one with your favourite season. winter summer spring autumn

  21. You have a list of hobbies. Choose from the list the most interesting and the most boring activities. • Ski • Toboggan • Play snowballs • Make a snowman • Play hockey • Skate • Jump • Swim • Dive • Run

  22. You have a letter from our foreign friend, read it and complete the sentences. “Brazil has a warm climate. The _______ isn’t very cold. In _______and _______it is warm, but rainy. In _________ it’s nearly always hot and sunny. Sometimes, it rains suddenly and then the sun comes out again! Summer is my ________ season. I love ________ and sunbathing at the beach. We have lots of fun there.” Alex

  23. “In Finland the weather is very cold in the winter and very warm in the summer. The winter is very long and there are days when the sun doesn’t appear at all. The summer is short, but it’s warm, because the days are so long. The sun shines all day and night for most of the summer. I like winter the best because there is always snow and I often go skiing”. Alice. While-writing taskWrite a short paragraph about the different seasons in your country. Write which is your favourite season and what you like doing then. Use the text as a model.

  24. Post-writing tasks • Change the letters with your classmate and read them. Let’s discuss in pairs what your favourite season is and what you like doing? • Let’s play a guessing game. Read your letter and let the rest guess what season it is.

  25. Pre-writing tasksPut missed letter in the words. Translate from English into Russian.T_ll, sl_m, thi_, f_t, pu_p, fun_y, _ice, me_ry, ki_d, a_gry, ba_, s_d.

  26. Number the activities from interesting to boring • Watch TV • Walk with friends • Read a book • Play computer game • Clean the room • Do homework • Go to school

  27. Look at the people shown on the pictures. How do they look like? Describe them.

  28. Post writing task • Change the letters with your classmates and read them aloud. But don’t pronounce the name of your classmate. Try to guess who wrought this letter.

  29. While-writing taskWrite a letter to a pen-friend

  30. Pre-writing tasks Choose the right variant how you should congratulate each other on the Christmas. • Merry Christmas • Happy Day • Happy New Year • Good morning

  31. What should you do to get presents on the Christmas? Choose the activities. • Go to school • Read, write and count • Clean the room • Miss the lessons • To do the washing up Choose the right surname of Santa. • Little, Crause, Brown, Clause.

  32. While- writing tasks Fill in the gapes: Clause, brother, go to school, count, clean the room, Christmas, skates, Merry. 20 December Dear Santa ______, My name is Ann. I have got a ______ . His name is Ben. We like to ______ . We can read, write and______ . We help our mum. I ____________ . I like to skate. Ben likes to ride a bike. We like ________ . We would like Christmas presents. I would like new _____ . Ben would like a new bike. Come and see us. We have got a nice Christmas tree, a lot of sweets, apples and oranges. _____ Christmas. With love, Ann and Ben.

  33. Post-writing tasks • Which present would you like to get on the Christmas? Let’s discuss in group of three.

  34. “Enjoy English” by M. Z. Biboletova

  35. Course Book Analysis Lack of postcards, greetings, forms, quotations, reviews and resumes

  36. Literary review Ken Hyland Three Approaches to Writing Examining texts in various ways Creating texts Creating coherent texts

  37. Process View of Writing Problem-solving Generative Recursive Collaborative Developmental Writing is:

  38. Prewriting: • brainstorming • free writing • clustering • topic analysis • organizing • planning • Appreciation: • Evaluating the final product • publication • Writing: • drafting • unblocking techniques Process Stages and Writing Techniques • Publication: • proofreading • polishing • Editing: • cutting deadwood • strengthening sentences • improving style • Rewriting: • identifying focus • identifying structure • revising on different levels • adapting writing for speaking

  39. Writing in different genres

  40. Demonstrative Task Pre-writing activities include answering questions, filling in gaps,

  41. Demonstrative Task underlining sentences in a model composition and finding synonyms.

  42. Demonstrative Task While-writing activity is writing a missing paragraph into the text. Post-writing activity is to read partner’s paragraph, answer questions and discuss paragraphs in class.

  43. Demonstrative Task Pre-writing activities include answering questions, choosing genre,

  44. Demonstrative Task matching to make sentences, making suggestions and inversions.

  45. Demonstrative Task While-writing activity is to write a short missing paragraph in the text. Post-writing activities are to read partner’s paragraph, answer questions and discuss it in class.

  46. Writing skills according to New State Standards • WRITING : • Resume or СV; • Formal and informal transactional letters; letters-application • Filling in the forms; writing biographies; • Writing letters, articles, reports to magazines and newspapers; • Reviews on the film or on the book; • Writing stories and description of pictures, events from real life; • Writing instructions; • Writing report of competitions, exhibitions; • Writing compositions, essays ,…

  47. Sample of writing exercises from “Happy English ”by V.P.Kuzovlev 4. WRITING Read the advertisement. Write to a firm (or shop) and ask for more information about this electric device and its functions.

  48. Sample of writing exercises from “English ”by I.N.Vereshchagina and O.V.Afanasyeva • Writing • Do these exercises in writing: 9, 10, 16, 18, 19, 20B, 28, 31, 33, 38, 45. • Put in prepositions where necessary. • 1. Please help Michael, he is not coping ... the translation. 2. Can I ask you a question? What do you feel... learning two or three foreign languages at school? 3. Tanya always makes notes ... new useful words that she finds in books. 4. How many new words can you learn ... a time? 5. If you don't know what book to choose in the library you can always ask ... information. 6. When we talk to Englishmen or Americans we practise ... our English. 7. I never have a problem ... memorizing poems but I know that a lot ... students find it hard. 8. Are you happy... the way you are taught English? 9. The text was so difficult that I couldn't get the idea ... it, though I read it three times. 10. You can use an old idiom and sound funny if you don't keep yourself... up-to-date. 11. I must say I was quite disappointed ... the film we saw yesterday. 12. My parents will be disappointed ... me if I am late. • 66. Complete the sentences. • 1. What do you feel about • going... playing... doing... changing using ... • 2. I'm afraid I have a problem • learning ... understanding. reading... memorizing... finding... with project work Prepare some material about your school for the Open House Day. Use photographs and pictures, make it look as attractive as possible. Work in small groups.

  49. Sample of writing exercises from “New Millennium English ”by O.L.Grosa

  50. Sample of writing exercises from additional aids for preparing to exam for 8,9,11 grades. • You have 20 minutes to do this task. • You have received a letter from your American pen friend Larry who writes: • ... I have to think about pocket money all the time. My parents try to make me earn it by doing the housework. They try to make me save up and then buy some big thing. But I need pocket money for the cinema and ice-cream and other treats like that. Do you have to 'earn' your pocket money in any way? Or do your par­ents just give it to you? What do you spend your pocket money on? What do your parents think of the way you spend it? • Write back soon,Larry • Write back to Larry answering his questions. Write 100 -140 words. Remember the rules of letter writing. • You have 40 minutes to do this task. Comment on the following statement. • Some parents think that having a computer at home will help their children to get a better education, others are afraid that children will only play videogames. • What can you say for and against having a computer at home? Write 200 - 250 words. • Use the following plan • Introduction (State the problem). • Arguments "for". • Arguments "against". • Conclusion.